Climate change education legislation dies in New York
Publisher: In-Sight Publishing
Publisher Founding: September 1, 2014
Publisher Location: Fort Langley, Township of Langley, British Columbia, Canada
Publication: Critical Science Newswire
Original Link: https://ncse.ngo/climate-change-education-legislation-dies-new-york
Publication Date: June 11, 2024
Organization: National Center for Science Education
Organization Description: The National Center for Science Education promotes and defends accurate and effective science education because everyone deserves to engage with the evidence. One day, students of all ages will be scientifically literate, teachers will be prepared and empowered to teach accurate science, and scientific thinking and decision-making will ensure that all life can thrive and overcome challenges to our shared future.
By Glenn Branch
When the 2023-2024 session of the New York legislature ended on June 7, 2024, no fewer than seven climate change education bills died in committee.
Assembly Bill 851 would have required the state commissioner of education to “create and establish a comprehensive and accurate climate change and sustainability curriculum which shall be taught in grades kindergarten through twelve in all public and charter schools.”
Senate Bill 287 would have required the state commissioner of education to “make recommendations to the board of regents relating to adjusting curricula for social studies, economics, geography, and government classes in New York schools to include requirements for climate change education.”
Senate Bill 278 would have required the state commissioner of education to “establish a model environmental curriculum on climate change to be taught in all public elementary and secondary schools,” to be included in the standards of instruction for not only science but also history, social studies, health, and mathematics.
Assembly Bill 1559 would have required the state commissioner of education to “establish a model environmental curriculum on climate change to be taught in all public elementary and secondary schools,” to be included in the standards of instruction for not only science but also history, social studies, health, and mathematics.
(Amended versions of Senate Bill 278 and Assembly Bill 1559 brought the bills into alignment with the Climate Education Platform of the Climate and Resilience Task Force, a project of the National Wildlife Federation in New York City and WE ACT for Environmental Justice, as NCSE previously reported.)
Senate Bill 243 would have required the state commissioner of education to offer “recommendations to the board of regents relating to the adoption of instruction in climate science in senior high schools,” including “the effect and impact of greenhouse gasses” and New York’s commitment to reducing greenhouse gas emissions.
Assembly Bill 1866 would have established a climate change education grant program “to award grants to eligible applicants to support climate change education grant programs for young people or to provide optional teacher training or professional development programs relevant to the advance of climate change literacy in young people.”
Senate Bill 5661 would have required “climate change instruction within the current established science curriculum for grades one through twelve in all public schools.” Correspondingly, school authorities would have been required to support such instruction.
At the end of the 2021-2022 legislative session, eight climate change education bills introduced in the New York legislature likewise died in committee.
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